The Role of Executive Functions in Reading Comprehension by Adolescents with ADHD: he Case of Domain-General Versus Domain-Specific Functions

The present study explored (a) whether differences between students with and without ADHD in reading comprehension are explained by their executive functions, and (b) the unique and shared contribution of the various executive functions to reading comprehension ability. To address these questions, ninety-six adolescents with and without ADHD completed open-ended question tests following the reading of two expository texts, and a series of tasks to assess five EF--planning, cognitive flexibility, updating, inhibition, and monitoring. Findings demonstrated significantly lower performance on reading comprehension tests and executive function tasks, including planning, cognitive flexibility, updating, and monitoring for the ADHD group relative to the control. Critically, these four executive functions, separately, were also found as significant mediators of the difference observed in the reading comprehension ability between groups. When analyzed jointly, only monitoring remained a signif